Early Childhood Care and Development in Emergencies

Who are we?

The Consultative Group on ECCD:   Established in 1984 by a small group of donor

funding agencies   A global inter-agency network with committed

partner agencies involved in the field of ECCD at all levels   UN Agencies   Multi and bilateral donors   International Foundations & NGOs   National and regional organizations and networks; and   Academic/educational institutions and organizations

What do we do?

The CG draws on its diverse partners as well as others’ work, knowledge and expertise to:

  actively identify gaps, critical issues and emerging areas of need and interest related to ECCD;

  enhance our awareness-raising, advocacy, and dissemination efforts; and

  broaden participation in the work of the CGECCD as well as to seek out new partners.

Why we do what we do?

What do we know:

  The development of young children (prenatal-8 years) is the foundation of human development

  Children’s environment and early experiences affect brain development, physical and mental health, cognition, learning, and behavior for a lifetime

  These effects determine the quality of human capital

  There is strong scientific, social, economic and moral evidence and arguments for increasing investment in programs intended to improve the development and well being of young children

And yet…

…an estimated 200 million children under age 5 do not achieve their potential because they live in poverty and have poor health, nutrition, and care (Lancet 2007)

Despite…

the accumulation of work showing the alarming magnitude of the problem

  setting out evidence about risks, protective factors and benefits

  presenting suggestions about how to improve child development

  some progress national governments and international organizations are not adequately meeting the challenge with the policies, programs and resources that are needed.

What is needed?

  Increased high-level policy and political commitment to EC in all nations   Inclusion of EC in all national budgets, all sectoral plans for education,

health, sanitation and social protection, and in all Poverty Reduction Strategy Papers.

  Significantly increased public funding of EC at national, provincial and local levels is essential, especially targeting vulnerable, marginalized children and their parents and caregivers – including children living in poverty, rural areas, and ethnic minority groups or affected by HIV/AIDS, malaria or other diseases, malnutrition, disabilities, conflicts or domestic violence.

  Stronger political and financial commitment from international donors is urgently required

Investment in early childhood is not a luxury: it is essential!

Mission

to facilitate a global understanding of the importance of EC for social development and poverty reduction and to advocate for improved investments, policies and actions to support the holistic development of young children.

Objectives

4 Cornerstones to Secure a Strong

Foundation for Young Children 1.  Start at the Beginning 2.  Get Ready for Success 3.  Improve Primary School Quality 4.  Ensure EC is in all relevant policies

What programs/policies do we want in place?

Cornerstone 1: Start at the Beginning

Integrate early stimulation, child development, and parenting information into prenatal, early health, nutrition, and education services:

•  Parenting programmes •  Services for young children and families - early stimulation, health, nutrition, and child care.

Ensure access to at least two years of quality early childhood programmes prior to formal school entry, beginning with the most vulnerable and disadvantaged children.

Cornerstone 2: Get Ready for Success

Increase investments and improve the transition from home or preschool to primary school and the quality of learning in grades 1-3:

•  training •  learning materials •  smaller classes

Cornerstone 3: Improve Primary School Quality

Address early childhood in all national policies and plans across sectors.

Assure adequate resources and multi sectoral coordination by ensuring that Early Childhood is integral to development and macroeconomic planning and budgeting.

Cornerstone 3: Include EC in Policies

Key Strategies

Knowledge Generation and Dissemination Contribute to the development of a diverse global knowledge base on ECCD through analysis, synthesis and dissemination which is accessible and used by a wide range of actors and stakeholders.

Communications and Advocacy Facilitate a broad-based global understanding of the critical importance of ECCD to social development and poverty reduction and advocate for improved investments, policies and actions to support the holistic development of young children.

Strengthening Regional Capacity Strengthen national and regional capacities to generate and disseminate knowledge, share information and advocate for the support of children’s overall development

Key Mechanisms

 Working Groups   4 Cornerstones (0-3, 3-6, 6-8, Policy)   Emergencies (INEE/CPC)   HIV/AIDs (IATF)   Climate Change (UNFCC)   Leadership/Capacity Building (online

course)

ECCD in Emergencies WG (EEWG)

 Convened in 2006 – priority issue to be addressed

 100 plus orgs and individuals including INEE and CPC

  INEE task team in 2008  GTG for CPC

EEWG Priorities

 Facilitate a global understanding of the critical importance of ECCD in each phase of an emergency

 Call for increased investments, policies and action to support survival, growth and dev’t of young children in emergencies

 Develop tools, practices and policies  Foster Partnerships

EEWG Activities (cont’d)

 Thematic consultation in 2008  Revised workplan including

  Position Paper   Coordinators’ Notebook on ECCD in

Emergencies   Research agenda   Partnerships with INEE and CPC

Key Activities

 Annual Thematic Consultation   2005: Costing and Financing   2006: Global Report on EC   2007: Climate Change   2008: Emergencies   2009: 4 Cornerstones

 Other key fora, networking and advocacy meetings

Key Activities (cont’d)

 Publications/other materials   The Coordinators’ Notebook and other

communication materials (briefs, BBC, advocacy cd)

  CG Website: ecdgroup.com

Position Paper: Gaps to be addressed

  stronger case for 0-3/need for care, attention and stimulation perhaps the education section focuses too much on 3-6's (learning begins at birth)

  include a visual representation of key conceptual points/how ECCD intersects with the Clusters

  Other examples of promising practice   integrate a reflection or a common position on accountability of

State Parties towards ensuring young children’s rights to survival, development, protection and participation

  re Programming Principles and Guidelines: how can we best integrate them/make them more emergency specific

  ECCD for peacebuilding

Additional feedback

  case example for HIV/AIDs, disabilities/inclusion, gender – send to task teams

  possibly a different title/photo to highlight need to support young children and their caregivers

  include a sub-section in the Call for Action on the importance of working on ECCD policy development during and after violent conflicts.

  a case study that is not driven by an international NGO or the UN -- that is rooted in a specific culture, promotes inter-cultural understanding and is based on developing culturally appropriate service

  Expand Disabilities section to "developmental delays, malnutrition and disabilities“

  Highlight an effective, low-cost and efficient project in crisis situations that is fully integrated at the local level and includes key elements of education, health, nutrition, sanitation/hygiene and protection.

Additional feedback

 More examples – needs more depth

 Toolkit, gpg

Early Childhood Counts: Rights from the Start